Secondary Education (Mathematics) PGCE

About the course

This Masters level professional training programme introduces you to the requirements for teaching Mathematics to the 11-19 age range and leads to recommendation for Qualified Teacher Status. You will be introduced to the principles and theories of secondary teaching through both subject studies and a developing professional practice course. Training is undertaken in partnership with local secondary schools.

We are looking to select trainees who:

have the passion, commitment and enthusiasm to teach in secondary schools

are resilient and able to work under pressure

have good subject knowledge to train to teach in the area they are interested in

Why choose this course?

The University of Hertfordshire is a leading regional provider of Initial Teacher Training. Consistently high achieving in its Ofsted inspections it is recognised as a very good quality training provider by local employers. Graduate employability is high.

The programme is structured to allow you to develop the skills required by a secondary mathematics teacher, and to develop specific expertise for making a distinctive contribution to secondary practice.

The strengths of our PGCE secondary programmes are the high levels of pastoral care and support we offer trainees. We also have effective partnerships with schools which enhances trainees' subject knowledge and conceptual understanding of teaching and ensures our trainees achieve good levels of attainment.

Entry requirements...

An Honours degree (2:2 minimum) in mathematics or one where the mathematics content is at least 50%. If you have a 2:2 minimum degree but insufficient mathematics content, you may be considered if you hold a minimum C grade in A level mathematics together with other relevant experience. All Mathematics candidates will be screened on an individual basis. Third class degrees will be considered if accompanied by a Masters or PhD qualification. Overseas awards recognised as equivalent by NARIC are accepted.

All entrants to a secondary teaching course require GCSE English Language and mathematics at Grade C or above. Overseas awards equivalents recognised as equivalent by NARIC are accepted.

Personal suitability for teaching is important and is assessed at interview. Five (5) days of work experience in a state secondary school is essential before application. Please make reference to time spent in school in your personal statement.

During registration on the programme, you will be required to complete a Disclosure and Barring Service (DBS) barred list and criminal records check.

Study routes

Full Time, 1 Years

Locations

University of Hertfordshire, Hatfield

Please note that whilst this course information is believed to be correct at the time of publication, it is subject to correction or update at any time.

Careers

On successful completion of the programme you will be recommended for Qualified Teacher Status and be ready to start your teaching career.

Teaching methods

A wide range of teaching and learning methods are used. Tutor led sessions will include lectures, seminars and workshops, where active participation is encouraged. Twenty-four weeks of the programme are spent in local partnerships schools. This enables you to benefit from the knowledge and expertise of a team of practising teachers who lead key sessions as well as support you in your school-based training where you develop your classroom expertise.

The programme includes opportunities to visit different educational contexts, including a primary school and a special needs school.

Work Placement

School experience is at the heart of the programme and during the thirty-six week programme you spend twenty-four weeks in school, and the rest of the time on campus. The school experience is made up of a number of serial day placements, including visits to a primary school and a special school and two block placements in partner secondary schools.

Professional Accreditations

Qualified Teacher Status

Structure

Year 1

Core Modules

Developing Professional Practice - Secondary

In combination with other modules on this programme, this module aims to prepare trainees as Newly Qualified Teachers (NQTs). The module addresses the pedagogic and professional concerns, issues and responsibilities of all teachers and is designed to complement the subject module. Successful trainees will interrogate and critically analyse a range of literature and research associated with these issues. Trainees from all subject areas work together on this module in a mixture of subject-specific and cross-subject groupings. The module is delivered by a variety of lectures, seminars, presentations and workshops, linking with methodologies used in subject studies and drawing on trainees' school placement experiences. Successful trainees will have demonstrated independence of thought and an ability to synthesise and hypothesise when dealing with the material presented to them on this module. They will begin to develop higher order analysis and evaluation skills and an ability to apply some originality to findings.

Learning and Teaching in Mathematics

In combination with other modules on this programme, this module aims to prepare trainees as Newly Qualified Teachers (NQTs). The focus of this module is to provide trainees with the relevant maths subject knowledge and subject underpinning to teach their subject successfully. Trainees will then be expected to analyse, interpret and interrogate the value of a range of issues connected to maths pedagogy, drawing independent conclusions that bear close academic scrutiny. Trainees will investigate the relevant knowledge, skills and understanding to plan, deliver and evaluate effective maths teaching from 11-16 with enhancement at post-16. They will be introduced to materials and approaches to maths teaching and make informed judgements about their effectiveness. The module is regularly updated to include the most current thinking in maths teaching with regard to secondary classroom practice.

School Based Training 1

In conjunction with other programme components, this module aims to prepare trainees to be Newly Qualified Teachers (NQTs) in secondary schools. The School Based Training will comply with the current requirements and focus on coverage of the current Standards for qualified teacher status. There will be extended opportunities to observe learning and teaching and to carry out teaching practice. Each trainee will receive training, support and assessment from a school mentor during his/her placement and from a visiting University tutor while on placement. Reflective practice is an essential element for ensuring on-going progress in meeting the Standards.

School Based Training 2

In conjunction with other programme components, this module aims to prepare trainees to be Newly Qualified Teachers (NQTs) in secondary schools. The Secondary Based Training will comply with the current requirements and focus on coverage of the current Standards for qualified teacher status. There will be extended opportunities to observe learning and teaching and to carry out teaching practice. Each trainee will receive training, support and assessment from a school mentor during his/her placement and from a visiting University tutor while on placement. Reflective practice is an essential element for ensuring on-going progress in meeting the Standards

Optional

Please note that whilst this course information is believed to be correct at the time of publication, it is subject to correction or update at any time.